Dissertation submitted in partial fulfilment of the requirements for the Degree of Master of Science in Geospatial TechnologiesVirtual globes offer a solution to the traditional obstacles of time and money to implementing geospatial technologies in the classroom as a tool since they are free and intuitive interfaces. However, little research has investigated whether virtual globes are capable of teaching spatial thinking skills as traditional geospatial technologies have been shown to do. By comparing the work of 6th grade students using either paper maps or a virtual globe application to investigate the country of Ghana, this study seeks to quantify the differences in learning of spatial skills between each method. Specifically, this research looks
at the differences in results, approaches, and how the students’ previous exposure to
geospatial technologies affects each of these variables
